Difference between revisions of "Performance Assessment"
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| − | {{Term|PERFORMANCE ASSESSMENT|Form of [[Assessment|assessment]] that requires students to demonstrate their knowledge or skills by accomplishing specific tasks, such as constructing a response (e.g. solve math problems) or creating a product (e.g. woven a basket). Performance assessment is based on directly observable evidence of learning which might take the form of a portfolio, paper, speech, reading or any other well-defined action. | + | {{Term|PERFORMANCE ASSESSMENT|Form of [[Assessment|assessment]] that requires students to demonstrate their knowledge or skills by accomplishing specific tasks, such as constructing a response (e.g. solve math problems) or creating a product (e.g. woven a basket). Performance assessment is based on directly observable evidence of learning which might take the form of a portfolio, paper, speech, reading or any other well-defined action. |
| − | + | ==='''Benefits'''=== | |
| + | *It requires learners to actively demonstrate what they know | ||
| + | *It simulates real world tasks | ||
| + | *It requires thinking skills | ||
| + | *It mixes different learning styles together (visual, mental, auditory: [[VAK Model|VAK model]]) | ||
| + | *It provides a more complete picture of learners’ achievement | ||
| + | *It can be used for diagnostic, instructional, and monitoring purposes | ||
| + | *It has multiple correct answers <ref> [http://pals.sri.com/guide/glossary.html http://pals.sri.com] (22 May 2009), [http://artswork.asu.edu/arts/teachers/assessment/glossary.htm http://artswork.asu.edu] (27 August 2009), [http://www.nps.k12.nj.us/Curriculum/Bilingual/3-6/Disk%20I/ESL%20Curriculum%20-2004%203-6/Glossary%202.doc www.nps.k12.nj.us] (18 December 2009), [http://www2.ed.gov/pubs/OR/ConsumerGuides/perfasse.html http://www.ed.gov/] (24 November 2011), [http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/1 http://www.glencoe.com/] (24 November 2011) </ref> | ||
| + | See also: [[Assessment]], [[Formative Evaluation]], [[Peer-to-Peer Assessment]], [[Performance]], [[Summative Evaluation]], [[Test Assessment]]}} | ||
| − | + | {{Tool|Step by Step guidelines for developing Performance Assessments| | |
| − | + | ||
| + | *Clearly formulate the [[Learning Objectives|learning objectives]] for the unit/module. | ||
| + | *Establish which kind of skills/ knowledge you want to assess (e.g. reasoning, memory, process). | ||
| + | *Decide what learners will need to demonstrate (e.g. decision making skills, problem solving skills, communication skills) and which are going to be the outcomes of the activity. | ||
| + | *Decide if the performance assessment suits the established goal and type of skills to be assessed. | ||
| + | *Define the criteria that you will use to measure/evaluate the performances, and make sure that these criteria reflect the most valued elements of learners’ performance. | ||
| + | *Design the task by thinking about a meaningful context for engaging learners. Take into account that it has to bridge prior knowledge and interests with essential skills and competencies. | ||
| + | *Generate an exemplary response | ||
| + | *Decide which kind of scoring is most appropriate for the task. Remember that providing feedback in terms of levels of competence is more important than providing just numerical scores.<ref>[[http://pareonline.net/getvn.asp?v=6&n=2 http://pareonline.net/]] (24 November 2011), [[http://www.flaguide.org/extra/download/cat/perfass/perfass.pdf http://www.flaguide.org/]] (24 November 2011)</ref>}} | ||
| − | + | =='''Job Aid'''== | |
| + | |||
| + | [[Image:pdf.png]] [[Media:Performance_Assessment.pdf|Step by Step guidelines for developing Performance Assessments.pdf]] | ||
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| + | |||
| + | {{Addlink|Below you have a list of selected websites where you can find additional information:}} | ||
| + | {|border=1; width= 100% | ||
| + | !Link | ||
| + | !Content | ||
| + | |- | ||
| + | |[http://www.edutopia.org/comprehensive-assessment-introduction-video An Introduction to Comprehensive Assessment (video,3 minutes)] | ||
| + | |Performance-based evaluation is a real-world improvement on the artificial measures of paper-and-pencil testing | ||
| + | | | ||
| + | |} | ||
| + | ==References== | ||
| + | <References/> | ||
Latest revision as of 10:52, 5 November 2013
 PERFORMANCE ASSESSMENT |
Form of assessment that requires students to demonstrate their knowledge or skills by accomplishing specific tasks, such as constructing a response (e.g. solve math problems) or creating a product (e.g. woven a basket). Performance assessment is based on directly observable evidence of learning which might take the form of a portfolio, paper, speech, reading or any other well-defined action.
Benefits
|
 Step by Step guidelines for developing Performance Assessments |
|
Job Aid
Step by Step guidelines for developing Performance Assessments.pdf
 Web Resources |
| Below you have a list of selected websites where you can find additional information: |
| Link | Content | |
|---|---|---|
| An Introduction to Comprehensive Assessment (video,3 minutes) | Performance-based evaluation is a real-world improvement on the artificial measures of paper-and-pencil testing |
References
- ↑ http://pals.sri.com (22 May 2009), http://artswork.asu.edu (27 August 2009), www.nps.k12.nj.us (18 December 2009), http://www.ed.gov/ (24 November 2011), http://www.glencoe.com/ (24 November 2011)
- ↑ [http://pareonline.net/] (24 November 2011), [http://www.flaguide.org/] (24 November 2011)